Therapist's Guide to Learning and Attention Disorders
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Table of contents
- Contentsv
- Contributorsxv
- Prefacexvii
- Acknowledgementsxxiii
- Dedicationxxiv
- Chapter 1. Attention Deficit Hyperactivity Disorder and Leaning Disabilities: An Overview for Practi1
- Attention Deficit Hyperactivity Disorder (Adhd) and Learning Disabilities (Ld): Myth or Reality2
- Attention Deficit Hyperactivity Disorder: A Case Study„ a Snapshot of John and His Family3
- What Is Attention Deficit Hyperactivity Disorder?6
- Current Explanations of Adhd: Models for Consideration7
- ADHD: Psychiatric Diagnosis and Educational Criteria for Services13
- Explaining ADHD to Parents and Teens: Visual Representations of Adhd16
- How Serious Is the Disorder?20
- Effective Practices for Serving Children with ADHD21
- Learning Disabilities: A Case Study„A Snapshot of one Young Man24
- Who Really Are Children with Learning Disabilities?27
- Learning Disabilities: An Overview of Working Models28
- Commentary and Concerns about the Practicality of the LD Operational Definition31
- A Phenomenological Model to Understanding Learning Disorders33
- Explaining ADHD and/or A Learning Disability to a Child34
- Guidelines for Helping Children with ADHD and LD Understand and Meet their Challenges36
- Conclusion38
- References39
- Chapter 2. Traditional and Innovative Assessment of Children with Attention Deficit Hyperactivity Di43
- Introduction43
- Official Definitions44
- Traditional Assessment Methods50
- Innovative Assessments66
- Summary77
- References78
- Chapter 3. A Neurodevelopmental Approach to Differences in Learning87
- The Need for a New Model87
- A Neurodevelopmental Approach88
- Neurodevelopmental Constructs89
- Neurodevelopmental Functions as Related to Academic Skills96
- Assessment of Students Who Are Struggling in School99
- Management by Profile102
- Implications for Practitioners106
- References106
- Chapter 4. Syndrome of Nonverbal Learning Disabilities: Effects on Learning109
- Introduction109
- Background110
- Characteristics of the Nonverbal Learning Disabilities (NLD) Syndrome111
- Details of NLD Characteristics114
- Classification System121
- Revised Rules for Classifying Children with NLD (Ages 9–15 Years)122
- Assessment Battery123
- Dynamics of NLD124
- Intervention132
- A Final Note141
- References141
- Chapter 5. Educational Interventions for the Elementary Age Student in the Therapy Setting147
- Interventions for the Therapist150
- References172
- Chapter 6. Educational Interventions for the Adolescent Student in the Therapy Setting175
- Introduction177
- Educational Philosophy Guiding Academic Interventions178
- Characteristics of the Adolescent Learner with SLD or ADHD180
- Educational Interventions for the Therapist184
- Strategies Impacting Executive Functioning187
- Common Academic Problems Linked to ADHD and Executive Function Deficits188
- Preparing to Study: Guidelines for Parents196
- Reading Comprehension: General Educational Implications202
- Conclusion209
- Reference209
- Chapter 7. Implementing School–Home Collaborative Treatment Plans: Best Practices in School–Home211
- General Guidelines in Developing a School–Home Behavior Management Program212
- Implementing a School–Home Report Card System216
- Identifying and Sharing Information to Accommodate Children with Attention Deficit Hyperactivity Dis221
- Matching the Student to the Environment Where Necessary Resources Are Available225
- Facilitating Access to Special Education Services230
- Conclusion233
- References234
- Chapter 8. Parenting Children with Learning and Attention Disorders: Concerns and Directions for The237
- Research to Practice: What Does the Literature Say?240
- Theoretical Models for Understanding Parental Responses243
- An Ecological Model to Disabilities: Its Impact on our Understanding and Practice247
- Other Factors within the Microsystem249
- Helpful Tips and Suggestions for Therapeutically Supporting Parents251
- Summary257
- Acknowledgments258
- References258
- Chapter 9. Guidelines for Home Management for Disruptive Behavioral Challenges261
- Understanding Parenting Styles: Helping Parents Recognize the Style of Parenting They Apply262
- Approaches that Help Children Fend for Themselves263
- Parental Attitude Adjustments265
- Understanding Limit Setting and Behavioral Boundaries269
- Managing Behavior In Preteens271
- Guidelines for Applying Strategies with Teens282
- The Four Dos and Four Don’ts of Relationship Building284
- What to Do about Getting Along287
- Closing Remarks293
- References293
- Chapter 10. Social Skills and Children with Attention Deficit Hyperactivity Disorder and/or Learning295
- Introduction295
- Social Skill Deficits and ADHD/LD: A Snapshot of the Literature296
- Strategies to Enhance Social Skills298
- Assessing Social Skills Deficits302
- Social Skills Training303
- Generalization of Social Skills Training304
- Examples of Social Skills Training in Clinical and Natural Settings304
- Bullying and Teasing: Strategies to Apply in Individual Therapy322
- Self-Esteem and Social Competence324
- The Source of Self-Esteem325
- Unhealthy Self-Esteem: Where Does it Lead?326
- Beliefs that Help Children Live More Effectively and Healthy327
- The Magic Ingredients for Healthy Self-Esteem329
- Strategies to Promote Healthy Self-Esteem: Guidelines for Parents331
- Final Thoughts331
- References332
- Chapter 11. Transitions Into Higher Education335
- Introduction335
- Role of the Therapist in Providing Guidance for Appropriate Path Selection337
- Fearless Assessment of Client Functioning (and What to Do about It)338
- Disabilities in the Higher Education Setting364
- Student Success Profile376
- References377
- Chapter 12. Physician’s Contribution to the Treatment of Attention Deficit Hyperactivity Disorder379
- Evaluation of ADHD and LD380
- Treatment386
- Medications389
- Conclusion398
- References398
- Chapter 13. Complementary Therapeutic Interventions: Neurofeedback, Metacognition, and Nutrition for401
- Introduction401
- Why not just Use Medications?403
- Neurofeedback405
- Metacognition411
- Neurofeedback + Metacognition413
- Nutrition414
- Conclusion417
- References417
- Chapter 14. Cognitive Training and Computers: An Innovative Approach421
- Cognitive Training Software Versus Educational Programs and Video Games421
- Advantages of Computers in Cognitive Training425
- Cognitive Training: What Do You Train?429
- Utilizing a Cognitive Training System with Children with ADHD and LD: a Snapshot into the Developmen430
- Summary and Conclusions435
- References437
- Chapter 15. Future Directions in the Holistic Treatment of Children with Learning and Attention Diso443
- Question 1. How Will ADHD and LD Be Diagnosed in the Future?444
- Question 2. Future Directions in the Assessment and Treatment of ADHD and LD: A Parent’s Perspecti447
- Question 3. What Will the Future Hold for Education of Children with ADHD and Learning Disabilities?451
- Question 4. In the Next 20 Years, What Advances Will We See in How Schools Respond to Children and Y455
- Question 5. What Is the Role of Physicians in the Future of ADHD and LD?458
- Question 6. What Will the Recent Advances in Brain Research Contribute to the Treatment of ADHD and461
- Question 7.Will Behavioral and Medical Advances Lead to a Cure of ADHD?463
- Question 8.Will Advances in Psychological and Neurobiological Understanding of Learning Disabilities468
- Conclusions: Where Have We Been and Where Are We Going?472
- References473
- Appendix 1 Baseball Analogy of ADHD: Inattentive Subtype479
- Appendix 2 Baseball Analogy of ADHD: Hyperactivity/Impulsive Subtype481
- Appendix 3 The Iceberg483
- Appendix 4 Executive Functioning: The River Rafting Metaphor485
- Appendix 5 The SNAP-IV Teacher and Parent Rating Scale487
- Appendix 6 The Swan Rating Form Chapter 2501
- Appendix 7 Assessment of Specific Neurodevelopmental Functions503
- Appendix 8 Attention Coding Exercise for Children509
- Appendix 9 Teacher/Parent Report of Behavior513
- Appendix 10 Data Collection/Report of Behavior515
- Appendix 11 SKAMP517
- Appendix 12 Behavior Plan519
- Appendix 13 Example of DRC Component De.nition and Contract Letter521
- Appendix 14 Intervention Strategies for Success (ISS-BIRP)523
- Appendix 15 Suggested Letters Accessing Special Education Services529
- Appendix 16 Reflective Listening: A Viable Approach to Enhance Communication533
- Appendix 17 Fact Sheet for 1-2-3 Magic Effective Discipline for Children 2-12537
- Appendix 18 Surviving Your Adolescents How to Manage And Let Go Of Your 13-18 Year Olds541
- Appendix 19 Clinical and Academic Assessment for Higher Education Success545
- Appendix 20 Supplemental Materials for Transition into Higher Education555
- Appendix 21 Cognitive Training: Suggestions for Generalizing its Effects561
- Index565
Practitioners seeking the most current advances in the field of ADHD and LD must often bridge the gap between research and practice. The Therapist's Guide to Learning and Attention Disorders provides that bridge through the authors, who are both researchers and practitioners with extensive experience in providing direct services to children and adults with ADHD and LD.
Practitioners are often faced with the choice of reading research or consulting text that suggest strategies or techniques for serving children and adults with ADHD that are not base on research. This book provides practitioners a translation of research to practice in one source.
This book provides practical forms, illustrations, and rating scales that can be readily incorporated into practice. The last chapter takes a fascinating look into the role of various practitioners twenty years into the future.
* Contains innovative strategies for assessment of ADHD and LD
* Provides practical and useful illustrations, forms, and rating scales for use in practice
* Provides discussions of future practice and developments in the field of ADHD and LD
* Presents case studies illustrating best practices
Practitioners are often faced with the choice of reading research or consulting text that suggest strategies or techniques for serving children and adults with ADHD that are not base on research. This book provides practitioners a translation of research to practice in one source.
This book provides practical forms, illustrations, and rating scales that can be readily incorporated into practice. The last chapter takes a fascinating look into the role of various practitioners twenty years into the future.
* Contains innovative strategies for assessment of ADHD and LD
* Provides practical and useful illustrations, forms, and rating scales for use in practice
* Provides discussions of future practice and developments in the field of ADHD and LD
* Presents case studies illustrating best practices